| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士在職專班 === 103 === This study aimed at the understanding of the current situation on language proficiencies for elementary school first graders, as well as the correlation of language proficiencies and academic achievements. This research adopted “Computerized Language Ability Measure for Preschoolers（CLAMP）” to examine the language proficiencies of 147 samples out of 197 elementary school first graders, who had been chosen unders the agreements of parents, in an elementary school in Chunghua County. Meanwhile, a questionnaire concerning parents’ basical information and data of Chinese and math subjects scores at the end of semester were also included to help analyze the relationship between the language proficiencies and academic achievements on elementary school first graders. The results were as follows:
1. Concerning the language proficiencies of first graders, from semantic perspecitve, students have high understanding over verbs. As for vocabulary of dimensional orientation, the order of development were: in, up and down, front & back & out & middle, left and right. Upon the understanding over nouns of measurement, child had better ideas for frequently used ones while they could not pair specific nouns with less frequently used nouns of measurement. On comparative word class, children had worse comprehension for it. From syntaxical point of view, childrend had better comprehension for conjuction and they understood consequential sentences the worst. Moreover, they had less comprehension on sequential grammatical structure and the worst understanding over time sequences.
2. The following variables: gender, birth order, occupation of parents, educational background of parents, family income, number of children, as well as language proficiencies and academics achievements as a whole were undergone through multiple regression analysis and the results indicated that the variables of occupation of parents, family income, and number of children showed significant relationship with Chinese and math academic achievements. Furthermore, the gender of students showed significant relationship with achievement on math subject. While the variables of occupation of parents and birth order showed no relationship to either Chinese or math subjects.
3. Finally, the variables of overall language proficiency, which was the main focus of this research, had significant relationship with academic achievements for both Chinese and math subjects. In other words, through the examination of “Computerized Language Ability Measure”, the overall language proficiencies of elementary school first graders showed significant relationship with their Chinese and math subjects scores at the end of semester.
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